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5 ways to Engage with Students Online (and Face-to-Face, too!)

young girl on laptopRemote teaching is new to many of us, teachers, as well as being new to many students. Even when we are teaching in class sometimes it gets difficult to keep the students on task for various reasons. With schools closing down in many countries, it can be very challenging to engage students for entire online lessons.

Embracing new digital tools to deliver lessons, shortening the hours of teaching and blending lessons with EdTech can be very beneficial for both teachers and students. There are also a few more tricks we can use to keep students focused.  Here are some ideas to spice up your online lessons with primary students. Many of these can also can be implemented in your face-to-face lessons.

1) Find Something Blue in Your House in 45 Seconds

Since all your students are at home, you can begin your lesson with a warm-up which takes advantage of the fact that your students are at home.  Ask your students to find something blue in the house and share it with the rest of the class via their camera. Set a time limit for this activity, or some students will wander around in the house for hours. You can begin with 45 seconds, and reduce the time span each lesson. Try changing the colour, or you can ask the students to come to the lesson with their favourite toy, book, or anything related to the topic of your lesson. You can also revise some grammar by asking your students to go to the kitchen and find 3 countable and three uncountable items. Ask the students to share why they have chosen those particular items. In class, you can apply this activity with the items in the classroom.

2) Today’s Word

Choose a word either related to the topic or not. Tell students that today’s word is ‘butterfly’, for instance. Tell your students to act like a butterfly as soon as they hear the word. If, during the lesson,  you feel that the students are starting to lose attention, out of the blue say the word out loud. You will see some students paying attention and being a butterfly, while some others trying to catch up with them. This activity may help students with lower attention spans to be more focused.

3) Add Movement

During online lessons, students sit in front of the screen and generally they do not move until the lesson is over. It is a good idea to add some movement in your virtual lessons. If you are doing an activity with multiple choice answers, for example, ask you, students, to stand up and give the answer with their body. Ask the students to raise their arms, and if they think the answer is A, they should lean to their right. If the answer is B for them, they should lean to their left. And if they think the answer is C, they can shake their shoulders. With every type of close-ended questions, for every right answer they give, they can stand up and turn around once. Adding movement in your lessons will help your students to focus more easily. You can try this in your face to face classrooms, as well. All learners benefit from being allowed to move around at regular intervals’

4) Mind Map of The Week

Before starting your lesson, especially a new unit or topic, ask your students to think of, or write, what comes to their mind when they think about the previous lesson This may be a word, a game you have played, or even a joke somebody made. Even giving the name of a character from a story you have read is a good answer. This way, with the help of each student you can create a mind map in which everybody has added something. While teaching online, you can either use a web tool like Padlet, or a big piece of paper on which you write using coloured pencils. In a classroom, you can use the board, or again a big piece of paper or cardboard.

5) Choose the Song

In both real and virtual classrooms, it is always a good idea to start or end the lesson with a song, especially with primary students. You can ask a student to choose the song they like, you can play it either at the beginning, or the end, or both. To make sure that every student takes part in this, you can nominate each student to choose the next song in alphabetical order or use a web tool like Wheel of names. Deciding the class song will give the student a sense of being part of the class. There should be a rule, and that is that the song should be in English!

Bonus

You can use an activity like attention grabbers to give the message that the task is over and you need their focus on you and the lesson. With an attention grabber, you give a cue, and the whole class respond chorally. For example, once a task is over, simply call out ‘Hocus Pocus’, and have your students respond with ‘Everybody Focus’.  Attention grabbers are always helpful in class and help you improve your classroom management. If you have not tried them for your virtual lessons, I highly recommend you add some. To add even more fun, you can whisper it, say it in an angry manner, change your voice in any way you would like. Here are some examples, and you can find more online.

Teacher

1-2-3

Holy Moly

All set

Ready to listen?

Student

Eyes on you

Guacamole

You bet!

Ready to learn

Joining a lesson and trying to focus can be very challenging for both teachers and students in this virtual learning period. Adding some activities that do not need preparation will help your students engage more in your lessons. Once you go back to the classroom, you can still try these activities to have your students engage face-to-face, too.

 

Please visit our Learn at Home page for more resources and activities to help teachers, parents and students get the most out of learning at home.

Learn at Home

 


Aysu Şimşek is a passionate advocate of continuing professional development. After graduating from Istanbul University with joint honours in American Culture and Literature with Theatre Criticism and Dramaturgy, she embarked on her own teaching career. As a teacher, Aysu had the fortune to work in supportive teaching teams and personally benefited from the valuable guidance of mentors. Now in her role with Oxford University Press, Aysu meets and supports teachers from across Turkey and is proud to be an active member of a global community of dedicated educationalists. She is a holder of a CELTA qualification, has co-written articles for Modern English Teacher magazine and TEA Online Magazine.


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10 Invaluable Back To School Ideas For ELT Teachers

Teacher holding Back To School sign

I have a theory: ‘A teacher’s stress level at the beginning of the year is inversely proportional to his/her years of experience’. It does ring true, doesn’t it? It’s also true that the more one prepares in advance the smoother the first days will be and the easier it is to cope with contingencies. The purpose of this blog post is to help reduce ‘back to school’ anxiety for novice teachers and experienced colleagues alike, with one or two new ideas to add to your ‘bag of tricks’ so as to give flagging enthusiasm a boost. I hope you find them useful!

1. Set Back To School objectives for your students

Ask yourself: what would you like your students to achieve by the end of the year? Setting back to school objectives is hugely important because it gives your students something to aim for. Here are some tips: 

  • Make sure your students can relate to your objectives (e.g. [for Business Students] ‘By the end of the course, you will be able to give presentations at least as well as your colleagues from the UK and the US’). 
  • Aim high. Expectations act like self-fulfilling prophecies (provided you believe in them).
  • Make sure your objectives are measurable. How will students know they have achieved a particular objective?
  • Ensure buy-in. As teachers, we often automatically assume that what we desire for our students is what they want too. Not so! We need to discuss these objectives and get our students on board.

2. Set objectives for yourself!

Don’t forget about your own development. It can be all too easy to pour all of your energy into the development of others, but self-care and personal growth are essential if you want to be the best you can be. Worried you won’t have time? Try these everyday development activities for busy teachers.

3. Prepare a stress-free Back To School environment

Prepare a learning environment that energises, rather than one that demotivates and increases anxiety. High levels of pressure are counter-productive to learning, and creating a safe space for students will give them the confidence to push themselves. Watch the webinar to find out how you can manage your own wellbeing and how this can be transferred to help students in the classroom.

4. Prepare your Back To School classroom

Perhaps you would like to encourage more open discussion among your students this year, or just fancy changing things up to help returning students (and yourself) begin anew. The correct back to school classroom layout can also help you manage your classroom more effectively, as you can design it to support the tone you want to set in lessons (see below).

5. Revisit your bag of tricks (what do you mean you don’t have one?)

OK – a ‘bag of tricks’ is a collection of games/activities/tasks that you have used in the past, your students enjoy and which you know and trust (see your free downloadable activities below). You might think that there is no reason to write down ideas you are so familiar with. Wrong! Time and again, when I get frustrated while planning a lesson, I go through my list only to marvel at how activity X – which was my favourite only a year ago – had completely slipped my mind. If something works, write it down. The faintest pencil beats even the best memory!

6. Revisit your list of sites

Looking for material or ready-made activities to use with your students? A site like Breaking News English for instance offers graded texts, based on topical issues, each accompanied by dozens of exercises for you to choose from. For Listening material, the British Council site has a huge range of excellent clips for all levels. If you or your students are movie fans then Film English might be just the thing for you, or if you believe, as many do, that students learn best through songs then a site like Lyrics Training is right up your street! As for comedy fans, there is always the ‘Comedy for ELT’ channel on YouTube…  😊

7. Prepare templates instead of lesson plans

Lesson plans are good, but Lesson Templates are far more versatile! A Lesson Template is a set of steps that you can use repeatedly with different materials each time. For example, a Reading Skills Template can be used with a new text each time (see this one for instance; you may even choose to use this particular set of activities for the first day of school!). Prepare a template for each of the four skills, and an extra one for a Vocabulary Lesson. Seeing is believing! Here are examples of a Writing Skills template, and a template combining texts and activities from Breaking News English with Quizlet.

8. Support yourself with apps

Learning doesn’t stop when students leave the classroom! Apps like Say It: English Pronunciation, LingoKids and Oxford Advanced Learner’s Dictionary can deliver time and time again whenever you want to give your students homework with a twist! You can find all of these on iOS and Android.

9. Set the tone in the classroom

Do it from day one. Make sure each lesson contains at least one fun activity (a song/game/funny video clip etc.). It is best if this is linked to your lesson plan, but it does not have to be; motivation trumps linguistic considerations (I hope OUP do not fire me for this… )! Don’t avoid using your best activities early on for fear of running out of interesting things to do later. If your students come to see you as a fun/creative teacher, this will colour their perception of whatever you do later. Plus, by doing exciting things in class you set a standard for yourself and this will do wonders for your professional development!

10. Have a great first lesson!

Below you can download some back to school activities for your first class (feel free to tweak the activities or play with the order as you see fit). Given the number of things a teacher has to do at the beginning of the academic year, it is comforting to know that at least the Lesson Plan for the first session is out of the way!

 

 


Nick Michelioudakis (B. Econ., Dip. RSA, MSc [TEFL]) has been active in ELT for many years as a teacher, examiner, presenter and teacher trainer. He has travelled and given seminars and workshops in many countries all over the world. He has written extensively on Methodology, though he is better known for his ‘Psychology and ELT’ articles in which he draws on insights from such disciplines as Marketing, Management and Social Psychology and which have appeared in numerous newsletters and magazines. His areas of interest include Student Motivation, Learner Independence, Teaching one-to-one, and Humour.

This post is a collaboration between Nick Michelioudakis and Oxford University Press.


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How to understand and teach adolescents effectively | OUP

Do you remember when you were a teenager, arguing with your parents, thinking that adults ‘just don’t get it’! It’s a typical behaviour, it’s a stage that we all go through (well, most of us anyway)!

Adolescence is the phase of life between late childhood and early adulthood. It is a time not only of physical maturation but also of mental and emotional development. The major developmental tasks of adolescence include the establishment and nurturing of intimate relationships and the development of identity, independence, self-confidence, self-control, and social skills.

The Psychology

The beginning of adolescence is loosely anchored to the onset of puberty, which brings alterations in hormone levels and a number of consequent physical changes. Puberty onset is also associated with profound changes in drives, motivations, psychology, and social life; these changes continue throughout adolescence. New findings in developmental psychology and neuroscience reveal that a fundamental reorganization of the brain takes place in adolescence. In postnatal brain development, the maximum density of grey matter is reached first in the primary sensorimotor cortex, and the prefrontal cortex matures last.

Subcortical brain areas, especially the limbic system and the reward system, develop earlier, so that there is an imbalance during adolescence between the more mature subcortical areas and less mature prefrontal areas. This may account for typical adolescent behaviour patterns, including risk-taking. Developmentally, adolescents also tend to be more impulsive and emotional—they are more inclined to make impulsive decisions, engage in impulsive behaviour, and act recklessly compared to adults.

Adolescence is a time of amazing creativity, intensive emotionality, social engagement but also a time of taking risky decisions and behaviour. How can we use this capacity as teachers?

Seize the opportunity

First of all, we need to see the potential of this period of life of our students and treat it as an opportunity, not a curse. As teachers, we can take advantage of teenagers’ risky mindset to help them perform better at school and achieve better results. Risk taking and selecting difficult tasks is associated with having a growth mindset. Teachers can guide this risky behaviour by encouraging pupils to take chances in a safe and secure environment, the students could face more challenges without a fear of failure. It is extremely important to provide an environment for teenagers where they feel safe to make mistakes and explore reality without being criticised.

Working with teenagers may also be difficult because many of them cannot cope with emotions and they experience teen depression or social anxiety syndrome. Sometimes it is difficult for a teacher to understand that irritable or apathetic adolescents might be experiencing depression. Teenagers easily develop feelings of worthlessness and inadequacy, often they are oversensitive to their peers’ opinions and how they perceive to be perceived.

We all know that most teens may feel unhappy and withdrawn at times as their moods swing unpredictably, but if you notice that your student’s unhappiness lasts more than two weeks and he or she displays other symptoms, it is necessary to react and seek a professional help. Teens with depression will have a noticeable change in their thinking and behaviour. They may have no motivation to learn or do anything, difficulty with concentration and memory loss. You may also see such symptoms as apathy, difficulty with making decisions, irresponsible behaviour, sadness, anxiety, feelings of hopelessness, and regular complaints of pains (headaches, stomach-aches), and compulsive overeating.

What can we do as teachers? Firstly be understanding, supportive, and patient. There is nothing more important for a teenager as having a supportive adult. Teachers play a vital role in this developmental period because often teenagers are more likely to listen to them than their parents who are perceived as enemies. Teachers should utilise their need for creative exploration and novelty by running interesting, engaging, and inclusive lessons; allowing students to explore and build their sense of autonomy and internal locus of control. Providing a psychological safety and inclusive climate in the classroom helps teenagers learn. Investing in positive relations with teenagers will improve learning outcomes. Remember that teenagers will not learn from teachers they dislike!  

Interested in this topic? Missed November’s webinar? Click here to catch-up and watch the recording!


Alicja Gałązka is a psychologist, linguist, ICI Vice President for Coaching in Poland, trainer and international educator. Lecturer and researcher in the university setting, and in multiple private institutions. A graduate of the University of Silesia and the School of Education at the University of Exeter, UK. Alicja is also a speaker and trainer in the field of international communication, creative thinking and problem solving, the development of social and emotional intelligence and the optimization of each individual’s potential, drama etc. She is also a regular event speaker for Oxford University Press Poland!


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Too many to talk! Helping students interact in large classes

As ELT teachers we aim to create purposeful communication in the classroom because for many of our students it is their only exposure to the language. Institutions may, for a variety of reasons, try to get as many students into a single classroom as possible, inevitably creating large class sizes. So how do we manage to give students in such a setting the opportunity to really interact orally in the target language (TL)?

How large is large?

Firstly, it is worth considering whether size actually matters:

“the size is relative and a matter of perception that varies from teacher to teacher.” (Shamin et al, 2007)

I went from a relatively small class size of 15 in the UK (feeling it was a large class when asked to teach 17/18), to teaching classes of 60-80 in rural Nepal, which felt truly daunting.

In order to do the teacher training required, I needed to experience and understand the difficulties of the teachers to try to help them find solutions. One such solution was to divide the class into units: 10 groups of 6 students were somehow easier to deal with mentally than 60 students. If you are going to break the class down in this way, you do not need to have them all doing the same thing at the same time.

It’s not only the what, but the how

Various studies have been carried out over the years on the effects of class size upon learning, but the conclusions are mixed. Interestingly, the disagreement is often over whether the main factor is the class size or methodology.

I would dare to suggest that the key is to adapt our methodology. If we use the same methodology that we would use with 15 students, with 60-80, then we’ll forever be fighting to keep all our students attention. The class takes on a controlling environment, for the teacher to be able to get the same message across to everyone at the same time.

When you change the methodology, you also change the role of the teacher. You may need some adjustment. I have found that it takes a lot more preparation, for example, for the different groups to be getting on with their task smoothly. Clear instructions that are written down (either on the board, a slide, or on a worksheet) allows students to double-check should they forget along the way, what it was that they were supposed to focus on. This frees up the teacher because students don’t need to keep checking with them, thus allowing some quality time to be spent with each, or a select group of students. The teacher gets regular snapshots of the students’ language abilities, as well as being able to add relevant input if required to keep students on the right track. The teacher, therefore, becomes a source of advice/suggestions and needs to think on their feet according to the task/the students in the group/the difficulties.

If the teacher knows their students well and has carefully planned the tasks around them, many of the issues can be anticipated. Which brings me on to a crucial question, how do we get to know our students if there are so many of them?


Zarina Subhan is an experienced teacher and teacher trainer. She has taught and delivered teacher training at all levels and in both private and government institutions in over fifteen different countries as well as in the UK. Early on in her career, Zarina specialised in EAP combining her scientific and educational qualifications. From this developed an interest in providing tailor-made materials, which later led to materials writing that was used in health training and governance projects in developing countries. Since 2000 she has been involved in Content and Language Integrated Learning (CLIL), materials writing, training trainers and teachers in facilitation techniques and teaching methodology. Zarina is published and has delivered training courses, presentations, spoken at conferences worldwide, and continues to be a freelance consultant teacher educator.


Reference:

Shamin. F., N. Negash, C. Chuku, N. Demewoz (2007) Maximizing learning in large classes: Issues and options. Addis Ababa, British Council.


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Bubbling Under: Helping ideas to surface in speaking classes Q&A

School children writingEdmund Dudley is a teacher trainer, materials writer and teacher of English with more than 20 years of classroom experience. Based in Budapest, he has extensive experience of teaching EFL at both primary and secondary levels. He works with teachers from around the world as a freelance teacher trainer and as a tutor at the University of Oxford’s ELT Summer Seminar. He is the co-author of OUP’s Mixed-Ability Teaching and has also contributed materials to several OUP textbooks and training courses.


What can we do if our students are afraid of making mistakes?

Ask yourself what it is that your students are actually afraid of. Is it making mistakes? Or is it the consequences of making mistakes? In many cases, I think it’s the latter. Students are afraid that if they make a mistake when speaking, the teacher will embarrass them, or that the other students in the class will make fun of them. There are two things that we can do:

  1. Be encouraging and supportive
  2. Refuse to tolerate it when students make fun of each other in class.

What if students don’t understand the question?

Asking for clarification is an important aspect of successful speaking, and should be practised in class. Teach students phrases such as I don’t understand the question or Can you repeat that, please? Again, it is entirely natural for students not to understand our questions on occasions. It is only a problem, however, if the students do not have effective strategies for dealing with this situation.

We can also take steps to help students understand our questions. We can do this by:

  1. ‘Modelling’ the question to demonstrate its meaning before we ask individuals
  2. Repeating the question with added gestures
  3. Rephrasing the question using simpler language
  4. Writing the question on the board
  5. Asking another student in the class to clarify the meaning of the question
  6. Asking students to say what the question means in L1.

What if they refused to take notes?

Teenage students are usually only reluctant to write notes if they cannot ‘see the point’ of writing something down. In this case, there is definitely a point. Taking notes gives students time to prepare and to organise their thoughts. It makes the job of speaking much easier – and less embarrassing. When practising in pairs, I find that quieter students are much more likely to speak if they have already written something down in advance. As you practise doing activities like this, students will be able to see the benefit for themselves.

And if they still refuse? I think that in the rare situations where a student ‘refuses’ to carry out a reasonable request from the teacher, then the problem is not merely connected to the task. There is something more complex going on there.

Why do students love to talk about something/someone they hate, and not vice versa?

There’s a straightforward answer and also a paradoxical one. The straightforward answer is that students get bored of being asked about their favourite things all the time. The paradoxical answer is that it is more difficult for teenagers to talk about the things which they love, because there is more at stake: they can be judged more harshly by their classmates for giving an ‘uncool’ answer.

Although it was based on your experience with teenagers, this could also work with adults, right?

The techniques we looked at in the webinar can all be used – or modified for use – with adult learners, too. Adult learners of English can also suffer from a lack of confidence, and they too can benefit from activities designed to give them time, ideas and language resources to use while speaking.

How do you assess speaking as a skill?

Set specific goals and make sure that the students know beforehand how they are going to be assessed. You might evaluate their task completion, in which case the emphasis is on fluency and communicative competence. Alternatively, you might be doing controlled practice of certain structures, in which case the emphasis would be on accuracy.

What’s the most effective way of monitoring during a speaking prep? How much do you want to interfere (to give them more confidence in what they’re about to say?)

It depends on what the task is. As a general rule, let students speak. Intervene afterwards. Remember that the teacher’s role is not always to correct. Sometimes, asking students to repeat what they have just said can be an effective and face-saving way of helping them to self-correct.


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